Understanding Awarding Gaps

In spring 2022, the What Works team began to investigate key factors affecting attainment and awarding of degrees at King's. With a dataset of over 11,000 students across eight faculties (between 2016/17 and 2020/21), we carried out a regression analysis to understand the gap between different levels of degree awards: first-class, 2:1 and above, and 2:2 and below.

The regression analysis allowed us to explore the statistical relationships and analyse the relationship between degree awarding and factors like ethnicity, socio-economic status, 'widening participation status' and mode of study.

We analysed rates of awarding based on ethnicities using two methods. The first was a generic BME categorisation which included Black, South Asian and mixed home students. The second further disaggregated ethnicity data, splitting Asian and Black more specifically (e.g., Bangladeshi, Indian, Pakistani, African, and Caribbean).

The results of our regression modelling indicated that students from certain minoritised ethnicities were significantly less likely than white students to achieve a 2:1 or first-class degree. This was the case, despite achieving similar grades in first year, and while holding other key variables in constant. Additionally, our analysis indicates that Black students (both African and Caribbean) were significantly more likely to receive a 2:2 or below than white students, despite similar grades in first year, and while controlling for key variables.

The implications of these findings are powerful reminders that while King’s College London performs well based on Office for Student benchmarks, disadvantages persist for students from certain minoritised backgrounds. As a result of this work, the What Works team is carrying out a qualitative study that focuses specifically on students’ subjective experiences. From this, we aim to be more informed about the reasons for the awarding gap existing, especially from the perspective of Black students. This will then inform the plans of the Student Transition & Outcomes team who lead on this work.